The information processing approach was used as a basis for studying some brief visual memory processes in reading-disabled children. Three aspects of processing were examined, viz., (i) duration of icon persistence; (ii) performance under different backward masking conditions; and (iii) processing of information into a more durable short-term visual memory store. It was found that there were no differences in the duration of icon persistence in reading-disabled children, but that these children exhibited marked impairment in performance in the tasks used in the latter two experiments. The reasons for the reading-disabled children's poorer performance in these tasks were not apparent. Speculations about the strategies used by these children in approaching the tasks are made. Possible implications are discussed.
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